dc.contributor.author	Bastas, Lilia Bastas
dc.coverage.spatial	United States	en_US
dc.coverage.temporal	2020-2022 (inferred)	en_US
dc.date.accessioned	2023-03-08T16:26:19Z
dc.date.available	2023-03-08T16:26:19Z
dc.date.issued	2023-01-28
dc.identifier.other	8F5DCB40-CFF8-74A7-4075-5EA7A27C8207	en_US
dc.identifier.uri	https://hdl.handle.net/10428/6535
dc.description.abstract	The qualitative study explored how the migrant students characterized their experiences in the CAMP program at a predominately White institution in the south and how they formed their identity development and self-authorship. Chickering’s theory of identity development and Baxter Magolda’s theory of self-authorship served as the framework. Participants developed their identity and established self-authorship as migrant students due to the influences and impacts of CAMP. The migrant students perceived CAMP support as the nexus to their academic success and overcoming barriers. Discussed are the implications for higher education and future research. Keywords: CAMP, Identity development, Migrant and seasonal farmworkers, Migrant students, Predominately White institutions, Self-authorship	en_US
dc.description.tableofcontents	Chapter I: INTRODUCTION 1 -- Demographics of Migrant and Seasonal Farmworkers 3 -- Demographics of Migrant Students 5 -- The Lifestyle of Migrant and Seasonal Farmworkers 6 -- College Assistance Migrant Program 8 -- Chickering’s Theory of Identity Development and Baxter Magolda’s Theory of -- Self-Authorship 11 -- Statement of Problem 12 -- Purpose of the Study 13 -- Significance of the Study 14 -- Research Design 15 -- Research Questions 16 -- Data Collection 16 -- Definition of Terms 18 -- Organization of the Study 21 -- Chapter II: LITERATURE REVIEW 23 -- Conceptual Framework 25 -- Chickering’s Theory of Identity Development 25 -- Baxter Magolda’s Theory of Self-Authorship 34 -- The Learning Partnerships Model 39 -- Migrant Students’ Characteristics and Barriers 42 -- Predominately White Institutions (PWI) 43 -- First-generation Latinx College Students 46 -- Migrant Students’ Disruptions of Frequent Moves 49 -- Inadequate Preparation of Migrant Students 50 -- Financial Hardships 52 -- Lack of Exposure to College-Educated Individuals 54 -- Migrant Students in the College Assistance Migrant Program (CAMP) 56 -- Summary 62 -- Chapter III: METHODOLOGY 65 -- Research Design 66 -- Research Questions 66 -- Research Setting 67 -- Data Collection 68 -- Approval to Conduct Study 68 -- Consent to Participate 68 -- Sampling Procedures and Participant Selection 69 -- Interviews 71 -- Data Analysis 73 -- Validity and Trustworthiness 76 -- Researcher Bias 77 -- Member-Checking and Triangulation 79 -- Limitations 80 -- Delimitations 80 -- Researcher Interviewer 81 -- Summary 82 -- Chapter IV: RESULTS 83 -- Development of Themes 85 -- Ashley: “Tienes Que Ser Alguien” 85 -- Profile and History 85 -- Pioneering CAMP 85 -- Cultural Awareness Journey 87 -- Secondary Education Challenges and Combating Microaggressions 88 -- Secondary Education Support and Awareness of Legal Status 90 -- Seeking a Community of Belonging and Fitting In 91 -- Parents’ Educational Support and Obligations 92 -- Awareness of Being a Migrant Student 93 -- CAMP Orientation 94 -- Postsecondary Education Challenges and Combating Microaggressions 96 -- Reflections 98 -- Daisy: “A Piece of the Puzzle that Put Everything Together” 99 -- Profile and History 99 -- Parents Level of Education 100 -- Educational Challenges and Language Barrier 101 -- Family Communication 102 -- The Pursuit of Higher Education 103 -- Parents’ Influence and Support of Education 104 -- Pioneering CAMP 104 -- CAMP Orientation 105 -- Postsecondary Education Challenges 106 -- Extended Family 107 -- Motivation to Pursue a College Degree 109 -- CAMP Support 109 -- Staying Engaged with CAMP and the Campus Migrant Community 111 -- Reflections 112 -- Gilbert: “It Gives Me an Edge to be a Migrant Student” 113 -- Profile and History 113 -- Parents Level of Education 113 -- Secondary Education Challenges and Combating Microaggressions 114 -- Pioneering CAMP 117 -- CAMP Orientation 119 -- COVID-19 Pandemic and Time Management 120 -- Motivation to Pursue a College Degree 120 -- Combating Microaggressions in a Higher Education 121 -- Home Away from Home and a Community 123 -- Reflections 124 -- Griselda: “They Gave Me a Voice, and They Listened” 124 -- Profile and History 124 -- Secondary Education Challenges and Language Barriers 125 -- Family Communication 126 -- Secondary Education Support and the High School Equivalency Diploma 127 -- College and Family Obligations 128 -- Affordability and Accessibility 130 -- Pioneering CAMP 130 -- Postsecondary Education Challenges 132 -- Benefits Being a Migrant Student 134 -- Motivation to Pursue a College Degree 135 -- Reflections 137 -- Jeff: “I’m Proud to be a Migrant Student Because it is Not Easy” 137 -- Profile and History 137 -- Relocating to Georgia 138 -- Secondary Education Support 139 -- The Pursuit of Higher Education 140 -- Pioneering CAMP 141 -- CAMP Orientation 142 -- Cohort Meetings 143 -- Interactions with Faculty 144 -- Motivation to Pursue a College Degree 144 -- Benefits and Challenges of Being a Migrant Student 145 -- CAMP Support 146 -- Reflections 148 -- Lydia: “I Am Brave Now, and I have Found Myself” 149 -- Profile and History 149 -- Secondary Education Challenges and Not Fitting In 149 -- Secondary Education Support 150 -- Pioneering CAMP 151 -- CAMP First-Year Experience Course 153 -- Postsecondary Challenges 155 -- College and Family Obligations 157 -- Motivation to Pursue a College Degree 157 -- CAMP Support 158 -- Benefits of Being a Migrant Student 159 -- Reflections 160 -- Nevil: “Like Climbing a Mountain” 160 -- Profile and History 160 -- Primary and Secondary Education Challenges 161 -- Secondary Education Support 162 -- Family Communication and Educational Challenges 163 -- Pioneering CAMP 164 -- CAMP Orientation 166 -- College and Family Obligations 167 -- Postsecondary Success 170 -- Benefits of Being a Migrant Student 172 -- Reflections 173 -- Scott: “Just Because We Grew Up Differently, Doesn’t Mean We Cannot not do Better for Ourselves” 174 -- Profile and History 174 -- The Pursuit of Higher Education 175 -- College and Family Obligations 177 -- CAMP Support 178 -- COVID-19 Pandemic 179 -- Postsecondary Support 179 -- Benefits and Challenges of Being a Migrant Student 181 -- Reflections 183 -- Summary 184 -- Chapter V: FINDINGS 185 -- Disruption of Frequent Moves 188 -- Language Barrier 189 -- Predominately White Schools 193 -- Cultural Differences 195 -- Not Fitting In 197 -- Microaggressions 200 -- Inadequate Preparation 204 -- Middle and Secondary Education Support 206 -- Financial Hardships 209 -- Legal Status 211 -- Lack of Exposure to College-Educated Individuals 213 -- Communication Challenges 216 -- Managing College and Family Obligations 219 -- Attributes of Being a CAMP Student 222 -- Family Environment and Community of Fitting In 223 -- Academic Support 225 -- Financial Support 228 -- Effective Strategies for Time Management and Planning 230 -- Engaging in Student Organizations and Developing Leadership Skills 232 -- Role Model and Valuing Educational Support 235 -- COVID-19 Pandemic Support 237 -- Pride 239 -- Giving Back and Awareness of Migrant Culture 241 -- Summary 243 -- Chapter VI: DISCUSSION 245 -- Summary of Study 245 -- Restatement of the Problem and Research Questions 246 -- Summary of Methods 247 -- Findings 248 -- Disruption of Frequent Moves Findings 249 -- Language Barrier 250 -- Predominately White Schools 252 -- Cultural Differences 253 -- Not Fitting In 254 -- Microaggressions 256 -- Inadequate Preparation 259 -- Middle and Secondary Education Support 261 -- Financial Hardships 262 -- Legal Status 263 -- Lack of Exposure to College-Educated Individuals 264 -- Communication Challenges 266 -- Managing College and Family Obligations 267 -- CAMP Attributes 268 -- Migrant Students’ Identity Development 271 -- Migrant Students’ Self-Authorship and Learning Partnership Model 273 -- Limitations 276 -- Implication for Practice and Higher Education Professionals 277 -- Implication for Future Research 279 -- Conclusion 281 -- References 283	en_US
dc.format.extent	1 electronic document and derivatives, 329 pages. 2072078 bytes.	en_US
dc.format.mimetype	application/pdf	en_US
dc.language.iso	en_US	en_US
dc.rights	This dissertation is protected by the Copyright Laws of the United States (Public Law 94-553, revised in 1976). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgement. Use of the materials for financial gain with the author's expressed written permissions is not allowed.	en_US
dc.subject	Dissertations, Academic--United States	en_US
dc.subject	Education	en_US
dc.subject	Educational leadership	en_US
dc.subject	Identity (Psychology)	en_US
dc.subject	Immigrants	en_US
dc.subject	Migrant labor	en_US
dc.subject	Self-help techniques--Authorship	en_US
dc.subject	Students, Foreign	en_US
dc.title	The Experiences of Migrant Students in a College Assistance Migrant Program: A Narrative Inquiry Approach	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Department of Leadership, Technology, and Workforce Development of the Dewar College of Education and Human Services	en_US
dc.description.advisor	Workman, Jamie L.
dc.description.committee	Arrastia-Chisholm, Meagan
dc.description.committee	Hartsell, Taralynn
dc.description.degree	Ed.D.	en_US
dc.description.major	Educational Leadership	en_US